IX. Comment on the following points mentioned in the text.

1. Learning for grades must be replaced by learning for life.

2. Traditional end-of-year examinations may encourage the student into surface learning.

3. To achieve educational aims summative assessment is mandatory.

PREPARATION FOR LIFE

Our students must be inculcated with a joy of learning, and a desire for the acquisition of knowledge in their chosen field. Learning for grades, swotting for tests and cramming for examinations cannot be accepted as the correct way to instil these objectives. Students must learn from the experience of teachers who are enthusiastic about their subject and constantly seeking ways to improve and benefit their profession, both their dental profession and their educational one. The idea that a degree on a piece of paper guarantees the ability to practice high quality den­tistry must be replaced by self awareness of one's abilities and limita­tions. Learning for grades must be replaced by learning for life, and authoritarian power in assessment must be replaced by total involvement of the student in the learning process, and the assessment of achievement. It is perhaps amusing to speculate as to who assessed the first practi­tioners of our art as being competent in their field, and as being worthy to make decisions about the proficiency of others.

It has been seen that the traditional end-of-year examinations may encourage the student into surface learning, but cannot adequately test deep learning and understanding as referred to earlier in Bloom's taxono­my. Indeed, such learning may only be seen in a well-motivated student with a true professional attitude, which has been fostered by enthusiastic and interested teaching. Continual assessment of a formative nature, iden­tifying and correcting areas of weakness, must eventually lead to self-aware students with a continual desire for improvement in their chosen field.If students work together in pairs during clinical sessions, both involved in peer review, assessing and being assessed, they will achieve a far higher degree of self-criticism than usually seen in the traditional isolated dental practice. But however well these educational aims are achieved, there will always be those who will still insist on a final sum­mative assessment. At the end of each module of study the student and the tutor meet to discuss and examine the depth of the student's knowl­edge. After the meeting a mutually agreed assessment grade is given, which may be, "We have found your knowledge to be excellent, you have studied and understood well, we agree a grade 1". Or it may be, "We have identified gaps in your knowledge, but you have grasped all the required basic concepts, do you wish to accept a grade 3 or would you like to study the areas identified further and return for a further interview?". Or again, "We both agree that there are major errors in your understanding which must be addressed before you may continue.